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TEACHING A FOREIGN LANGUAGE IN THE ERA OF DIGITALIZATION



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TEACHING A FOREIGN LANGUAGE IN THE ERA OF DIGITALIZATION 
 
Abaikhanova T.B. 
Academic supervisor: Kylyshpayeva M.Kh., Master of pedagogical sciences, teacher-lecturer 
Zhetysu University named after I.Zhansugurov, Takdykorgan 
madina_6709@mail.ru
 
Digital technology has become an integral part of our lives, including the learning of foreign 
languages. Information technology and digital tools in foreign language teaching are becoming 
increasingly significant and widely used in education around the world, including Kazakhstan. At the 
same time, digitization in itself is not a methodological approach, but can only help to implement 
existing methods and, if necessary, propose new activities within these methods. Modern information 
and communication and digital technologies allow you to combine text, graphic and video images, 
voice and music in digital form. Digital technology provides a powerful, innovative means of 
accumulating, presenting, and transferring knowledge, as well as a means of learning [1, p. 89]. 
Digital technologies are thought to be the very tools that help learners and teachers develop 
learning opportunities, reform the organization of classes, and provide support for any learning and 
teaching resources both in and out of the classroom. In preparation for and in the classroom, teachers 
can widely use such a variety of Internet resources as e-mail, online whiteboard, video conferencing, 
interactive videos, tasks in Moodle, webinars, and much more. A great role in the process of learning 
a foreign language are online platforms to diversify the lessons, making them more vivid, interesting, 
memorable, while at the same time greatly facilitating the work of the teacher. For example, online 
platforms such as Quizziz, Kahoot!, Quizlet, Learnis, and others. With the help of these services you 
can create tests and quizzes on various program topics, organize intellectual games and express-
questioning of students in class, to offer tests as homework. You can track the work of each student 
and get a complete picture of the group, as well as export the data to an Excel spreadsheet. Teachers 
can use not only their own tests, but also ready-made tests from the library if they wish. Quizlet - is 
considered the leading free application for learning foreign language vocabulary, and qualitatively 
formed vocabulary skills, which are an important component of the content of foreign language 
learning - one of the conditions for successful communication in a foreign language [2]. These sites 
provide a large amount of current educational materials that are always at the fingertips of both the 
teacher and the student; you only need to have access to the Internet.
The most important assistants for students and teachers in the study of foreign languages are 
presentations (MS Power Point, Prezi, Google Slides, Flowboard), allowing clearly and easily 
compose and present the material on a topic. Today foreign and domestic publishing companies 


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actively develop electronic textbooks, the advantage of which, is their mobility, availability and speed 
of work in them in connection with the development of information and communication technologies 
around the world, as well as the ability to choose not only the appropriate language level, but also the 
level of information on a particular scientific aspect of interest of the student. One of the advantages 
of introducing electronic textbooks is the updating of their content. Through electronic textbooks it 
becomes possible to control knowledge in the form of computer-based testing. One of the important 
aspects of learning a foreign language is the ability to use electronic dictionaries online, which are 
also aimed at demonstrating and consolidating language skills in order to find the necessary 
information, as well as practicing phonetic skills of the learner, as dictionaries have sound 
accompaniment for practicing pronunciation [3].
Virtual boards such as Miro, Scribblar, Jamboard, and others can be successfully used in 
distance classes. Their use can solve a variety of tasks: to do exercises together and see each other's 
actions, to point with an arrow to the place to pay attention, to make notes, paste stickers, draw. On 
many boards you can attach links, videos, pictures, timer; they can be saved as pictures and reuse, 
which does not work with the usual school board. Thus, the virtual board is essentially similar to the 
real board we are accustomed to, but additionally opens up a number of other possibilities; each 
platform has its own.
Another tool worth mentioning is LearningApps, a completely free online service that allows 
you to create interactive exercises to test your knowledge of grammar and vocabulary program topics. 
For feedback, you can use Mentimeter, a simple and easy-to-use voting tool that provides instant 
feedback from the audience. It is convenient to use to survey students in real time because it is 
available on mobile devices. The online survey can include a series of questions with different types 
of answers: multiple choices (one or more of several); open-ended answer; rating by scale; ranking 
the answers within 100%; entering the answer as a point on a flat coordinate plane. There are now 
many different learning platforms for distance learning, such as Moodle, which is focused on 
collaborative work [4, p.300].
The system has many tools for this: wikis, glossary, blogs, forums, workshops. In the forum 
you can hold a discussion in groups, rate messages, attach files of any format. In private messages 
and comments, discuss the specific problem with the teacher personally. In the chat room, discussion 
takes place in real time. Moodle creates and stores a portfolio of each student: all submitted work, 
grades and comments from the teacher, messages in the forum. Allows you to control "attendance" - 
the activity of students, the time of their academic work on the network. As a result, the teacher spends 
his/her time more efficiently. Thus, the use of information and communication technologies in the 
teaching of a foreign language can significantly improve the results of the educational process, 
revealing the reserves of the educational process and personality of the student, expanding the didactic 
possibilities of the lesson and greatly facilitating the work of the teacher.
Reference links 
1. Alekseeva N. A., Fisunov P. A. Organization of the process of forming the cognitive activity of 
students using modern information and mobile technologies // Issues of linguodidactics and 
intercultural communication in the context of modern research: collection of scientific papers. XI 
International. scientific-practical conference. Cheboksary, 2019. Pp. 85-89.
2. Baronenko E. A., Skorobrenko I. A. The role of modern information and communication 
technologies in teaching foreign languages // Informatization of education and methods of e-learning: 
materials of the II International Scientific Conference. Krasnoyarsk, September 25-28, 2018: in 2 
parts Part 2 / under the general ed . M. V. Noskov. Krasnoyarsk: Siberian Federal Univ. 2018. P. 41-
45. 
3. Zakharova M. V. Rational and emotional in digitalization of English language teaching at 
universities 
// 
Mir 
nauki. 
Pedagogy 
and 
Psychology, 
2020 
No. 
3, 
https://mir-
nauki.com/PDF/44PDMN320.pdf
  


54 
4. Pomerantseva N. G., Syrina T. A. Internet platforms as a way to intensify the teaching of foreign 
monologue speech // Philological Sciences. Issues of Theory and Practice. 2016. - № 12 (66). Part 3. 
— Pp. 207–209. Access mode: www.gramota.net/materials/2/2016/12-3/57.html
5. Skorobrenko I. A., Baronenko E. A. The Role of Information and Communication Technologies 
in the Language Training of Future Teachers // Informatization of Education and Methodology of E-
learning: Materials of the III International Scientific Conference. Krasnoyarsk: Siberian Federal 
University, Institute of Space and Information Technologies, 2019. P. 310-315. 


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